During her tour of service in Haiti, Marie spent her final week in the province known as "Zoranger" in Bainet, located in the Southern part of the country. She was working with the victims and teachers of a 501c3 school and clinic. This was the first school and clinic established in the area.

In the words of Lionel Adams of the Hope for Haiti Foundation:

Julie and I were blessed to have with us during this trip, Marie Fonrose. Marie is Haitian and a psychologist. She was extremely helpful at assisting the kids and even adults coping with the event of January 12. Adults and kids alike sought her advice. She was extremely busy during this trip. I think that was a much needed help to the kids of the community. A father brought his son to see Marie. He explained that the earthquake occured while his boy was in a river bed. The boy fell under 4 times as he attempted to get out of the river. "Ever since the incident, the boy has never been the same," explained the father. There ought to be more help like that offered to all the children of Haiti. They are all traumatized. Marie and Julie organized 3 wonderful days of teaching that the kids
fully enjoyed.

Dr Fonrose, thank you for providing a much needed help to the kids and adults of Zoranger.

Each year during the June RC, the Alumni Association displays publications by our Alumni. During this year’s RC, we will add a Saybrook student publication section. Students who wish to display their books should send a copy/copies of your book(s) to the following address:

Tom Greening, PhD and Scott Kiser, PhD seek funding for work on a research project in preparation for a presentation at the 2010 APA convention. They are collaborating to further develop an assessment instrument created by Dr. Greening, the Existential Orientation Survey (EOS), so that it can be published and marketed for research and professional use. The EOS identifies four essential existential challenges (Life vs. Death, Meaning vs. Absurdity, Freedom vs. Determinism, and Community vs. Isolation) and explores an individual’s present response to them in his or her life. Funding for this research project will support the process of data analysis, which is essential for the presentation of results and findings. There are five audio-recorded research interviews that need to be transcribed in order to be effectively utilized in the process of analyzing data. If possible, any additional funding would be greatly beneficial for Dr. Kiser as he commits much time and energy to this work in preparation for the APA presentation. The estimated budget is $1000 for the cost of professional transcription services, as well as any more that may be available to support the research work in preparation for the APA presentation.

Rising from the Ashes of First-Year ProgramsDouglas Beckwith, Dean and Executive Director, University of Phoenix

In early 2010, the University of Phoenix and Axia College launched an innovative new ‘First Year Sequence’ for all incoming students. This 24-unit sequence of eight courses presents a gradual introduction to the complexity of learning technology. They will learn how this new approach fosters student engagement at the most critical stage of a student’s academic career. Participants will explore the Beckwith Hierarchy of First-Year Needs and discover how it applies to course design and sequencing.

Doug Beckwith is the Dean and Executive Director of Axia College, the Associates degree program at the University of Phoenix. He holds a Ph.D. in Human Sciences from Saybrook where he studied the nature of creativity, particularly in films. The title of his dissertation is Personal Values of Protagonists in Best Pictures and Blockbusters 1996-2005. In addition, he holds a Master's degree in Applied Linguistics with a specialty in teaching English as a Second Language from the University of California, Los Angeles, and a BA in English and JD in law from the University of Nebraska, Lincoln. In the various stages of his career, he has been a member of the Association for Training and Development (ASTD), the California Bar Association, and the Writers Guild of America.

On February 27, 2010 an 8.8 earthquake struck southern Chile. I've been to Concepcion, hard hit near the epicenter, that suffered 90% destruction of the center city. More than 500 people died. Chances are I've met some of those people. This is a sad time for me. The toll would have been greater if the country was not prepared. Chile is a very sophisticated country. However, the feel of the country is that the whole thing could slide into the sea at any moment. It feels immanent. In 1960 (9.5 in Valdivia in southern Chile) and in 2010 (Conception in southern Chile) it wasn't just a feeling.

This time Santiago, the capital, felt a 7.5 tremor. That city is well prepared for earthquakes. (As a frame of reference, the recent earthquake in Haiti was 7.0. and the last earthquake to hit Santiago directly was in 1647.) Some building collapsed in Santiago despite the preparedness. In one case, the earthquake caused a serious fire. In another case, a fallen apartment building destroyed fifty cars. Santiago was not affected by the subsequent tsunami (8 ft.) as it is inland.

I've been reading about the aftershocks. Now, that doesn't sound all that serious does it? That is unless the aftershocks are 7.0! It has been weeks of those one after another. That's like a Haiti earthquake every week. It does feel as if the whole place will slip into the ocean someday.

Chile is a very beautiful country. Chile has a kind of very primal quality as if the place was just formed geologically. It is uncanny. Traveling south I saw an active volcano about every twenty miles. They were smoking. I thought, when is one going to erupt, five minutes? Of course, a volcano isn't an earthquake but the result could be very scary anyway.

In terms of Concepcion, what can they lose after a 90% destruction? What else could aftershocks and volcanoes do?

I've been asked about the relief effort. That seemingly innocent question raises an old controversy. Chile has to be very careful of people offering help because there are often (ie: always) strings attached. Why does help have to be political? Particulary the U.S. has been very involved (and well
documented) in the interferrance in Chilean internal affairs even to the extent of trying to disrupt the democratic process in favor of dictatorship.
The Alliance for Progress (1964) was like that and things got worse. Chile has every right to be careful and independently ready for catastrophe. The answer to the question "what can they lose" is soverignty. Chile has found its own answer. Rather than accept relief, Chile chose to prepare independantly for disaster. That is what has happened. The only question, then, was in how fast the Chilean government can respond. So then, relief is welcome in Chile (especially field hospitals) but please don't expect an entirely enthusiastic response because of those anticipated strings all too often attached.

So, Chile is prepared both for disaster and for interferrance. Besides, the whole thing hasn't fallen into the ocean yet and there is still time!

Would you be interested in receiving intensive training in E-H Therapy from EHI founders and faculty including Kirk Schneider, Orah Krug, and Nader Shabahangi?

This intensive training would allow you to receive a Certificate in Existential-Humanistic Therapy. The certificate would certify a completion in specific training and coursework required to meet EHI's standard of skill and competency in E-H Therapy.

My colleagues and I are developing a certificate program in conjunction with Saybrook University, a distance learning graduate psychology school. The curriculum includes an academic exploration of existential and humanistic psychology and an in depth study of two of its founders, Rollo May and James Bugental. The year-long curriculum additionally provides participants with extensive experiential training from the nationally recognized and highly trained faculty of EHI. Schneider and Krug's recently published textbook from APA, "Existential-Humanistic Therapy," will be a core resource for the experiential training piece. The certificate program is open to full or half-time students at Saybrook or at other graduate psychology schools, or to licensed professionals who seek to enhance their clinical skills.

Saybrook students would not incur any additional costs to participate in our certificate program. The non-Saybrook students would pay a tuition to EHI for the year-long training which includes training at the 2 and a 1/2 day EHI conference, a four-day training intensive, and a two day training workshop. In addition, on-going, year long case-consultation groups would be available for those participants from the Bay Area. Non-Saybrook students could take the required four academic courses from Saybrook as non-matriculting students. This would allow them the freedom of distance learning. Saybrook will "bundle" this coursework, thus lowering the fees, and provide credit toward a doctoral degree should a participant later decide to enroll in one of Saybrook's doctoral psychology programs. Non-Saybrook students could alternately choose to take equivalent coursework and/or create an independent study course(s) from a graduate psychology program to which they are affiliated or one closer to home.

We would very much appreciate your feedback, "YES" or "NO" and of course any additional comments you might like to add regarding our certificate program proposal. Your comments will aid us in putting together the best possible certificate program for you. Please click on the link below to be taken to the survey webpage.